Access Osun State free Basic Electricity Scheme of work SSS3. SS3 Basic Electricity Curricular for Senior Secondary School
SSS3 Basic Electricity Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1-2 | Welcome test BASIC FEATURES AND OPERATOPM OF TRANSFORMERS • Transformer • Types of transformer • Construction of transformer • Working principles including transformation ratio and uses | By the end of the lesson, students should be able to: • Describe transformer Identify the features types of transformer • Construct basic transformers – single-phase, three- phase, shell and core types • Discuss the basic working principles (self and mutual induction and conversion of energy) including transformation ratio and uses | Students as individuals uses charts, pictures and samples of transformers to define a transformer. They also give brief explanations the features of transformer. Students in pairs construct basic transformers – single- phase, three-phase, shell and core types. Students in small groups discusses the basic working principle (self and mutual induction end conversion f energy) including transformation ratio and uses | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO V1SUAL RESOURCES Charts, pictures and samples of transformers Tools used n construction of transformer Videos of types and operations of transformers Objective/essay questions covering last term’s lessons WEB RESOURCES https://wwww/circuitstoday.com/transfer#text=The%20main%20principle%20of%20operation,through%20a%20path%20of%20reluctance. |
| 3 | TRANSFORMER EFFICIENCY AND LOSSES • Transformer efficiency • Types of losses and characteristics • Method of cooling Application of transformer | By the end of the lesson, students should be able to: •Discuss and calculate Transformer efficiency •Differentiate various types of losses and characteristics • Name cooling methods – air, oil and fan or forced cooling • Discuss transformer applications | Students as individuals uses charts, pictures and samples on transformers to give brief explanations and calculate transformer efficiency Students in small pairs explain the types and characteristics of tosses. They Describe the cooling methods – air, oil and fan or forced cooling | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Charts, pictures and samples of transformers, Tools used in installation and operation of transformers, Videos of transformer installation and operation WEB RESOURCES https://www.electricaleasy.com/2014/04/transformer-losses-and-efficiency.html#::text=20is%20efficiency%20%3D%20output,between%2095%25%20to%2098,5%25%20,&text=A%20better%20method%2Qto%20find,%2D%20(losses%20%2P%20input) . |
| 4 | ENERGY Energy and its unit • Types of energy | By the end of the lesson, students should be able to: • Define energy and state its Units • Explain various types of energy. | Students as a class uses charts to explain the concept of energy and state its units. They also discusses the types of energy | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES kWhr meter, Battery Motor car, fan etc. WEB RESOURCES https://n.wikipedia.org/wiki/Energy |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5 | ENERGY CONVERSION • Energy conversion • Sources of energy conversion • Examples of energy conversion | By the end of the lesson, students should be able to: • Explain the meaning of energy conversion • Identify the various sources of energy conversion • State examples of energy conversion – e.g. mechanical to electrical or vice- versa etc. • Perform experiments on energy conversion | Students in small groups uses charts, flash cards or clips to explain the meaning of energy conversion. Students n pairs outline the various sources of energy conversion. They also outline examples of energy conversion – e.g. mechanical to electrical or vice-versa etc. Students as a class Perform experiments on energy conversion | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Motorcar, fan, TV, radio Petrol, fuel, wood, charcoal, sunlight, ocean waves Food and drinks WEB RESOURCES https://www.toppr.com/bytes/energy-conversion/#:-:text=Energy%20Conversion%20is%20defined%20as,thermal%20energy%20into%20work%20etc |
| 6 | ELECTRICAL WORK INSTALLATION TESTS • Types of test | By the end of the lesson, students should be able to: • Carry out the types of tests (continuity, polarity, earth leakage and Installation resistance) using the given test meters. • Show the schedule of test results for each of the above listed and interpret the test results correctly | Students as a class explain the various types of tests and demonstrate how to carry them out properly (continuity, Polarity, earth leakage and installation resistance). They also tabulate the test results and interpret them correctly. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Multimeter (voltmeter, ammeter, ohmmeter) Continuity tester or ohmmeter, Testing lamp Earth leakage test meter WEB RESOURCES https://www.electricveda.com/testing-commissioning/testing-commissioning-in-electrical-construction-works |
| 7 | Mid-term Break |
| 8 | ELECTRICAL INSTALLATION FAULTS Common fault diagnosis in circuits | By the end of the lesson, students should be able to: • Explain the common fault diagnosis in circuits such as short circuit, open circuit (blown fuse or open circuit breaker) and earth fault • Demonstrate how to correct electrical. | Students in small groups discusses the causes of electrical faults in circuits such as short circuit, open circuit (blown fuse or open circuit breaker) and earth fault. Students in pairs discusses how to rectify or prevent e electrical faults in circuits, They also Describe the impact of electrical faults in circuits. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIOVISUAL RESOURCES Multimeter (voltmeter, ammeter, ohmmeter) Continuity tester or ohmmeter Testing lamp Earth leakage test meter WEB RESOURCES https://www.platinumelectricians.pry.au/blog/common-electrical-problems-around-the-home/ |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 9 | ELECTRICAL EARTHING •Electrical earthing Importance of electrical earthing •Method of electrical earthing •Measures of earth conductor and earth loop impedence. | By the end of the lesson Students should be able to: • Give the meaning of Electrical earthing • State the importance of Electrical earthing • Describe the method of electrical earthing • Show how to measure continuity of earth conductor and earth loop | Students as individuals uses clips, charts or fia%h cards to give brief explanations on the meaning of electrical earthing Students in small groups discusses the importance of electrical earthing Students in pairs Demonstrate how to carry out electrical earthing. They also demonstrate how to measure continuity of earth conductor and earth loop impedence | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Multimeter (voltmeter, ammeter, ohmmeter.) Continuity tester or ohmmeter Earth rod, earth cable, clips, test clamp Earth leakage test meter WEB RESOURCES https://circuitglobe.com/electrical-arthirtg.html . |
| 10-11 | REVISION | ||||
| 12 | REVISION | ||||
| 13 | EXAMINATION |
Basic Electricity Scheme of Work SSS3 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Welcome test PROTECTIVE DEVICES Need for protective devices in electrical installation • Types of protective devices • Principles of operation of protective devices • Functions of protective devices | By the end of the lesson, students should be able to: Explain the need for protective devices in electrical installation o Identity and use various types of protective devices • Explain the principles of operation of protective devices State the functions of protective devices e.g. fuse, circuit breaker. | Students in pairs demonstrate how to use the various types of protective devices. They also install fuses And circuit breakers in a given circuit. Students as a class state the functions of protective devices e.g. fuse, circuit breaker | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Real objects – different types of protective devices WEB RESOURCES https://automationforum.com/electrical-protective-device-types-of-protective-device#:-:text=A%20device%20used%20to%20protect,-is%20called%20as%20protective%20device |
| 2-3 | ELECTRICAL APPLIANCES • Electrical appliances • Classification of electrical appliances • Maintenance and repair of electrical appliances | By the end of the lesson, students should be able to: • Define electrical appliances • Classify electrical appliances • Maintain and repair electrical appliances | Students in small groups uses charts, flash cards, and pictures to give brief explanations of the electricity appliances Students in pairs gives methods of proper handling of electrical appliances. They also list steps in troubleshooting faculty electrical appliances Students as a class carry out a simple repair of electrical appliances in the class | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Sound and faulty electrical appliances Electrical repair tools. WEB RESOURCES https://www.thefreedictionary.com/electric+appliance |
| 4 | NUMBER SYSTEM • Number bases • Conversion from one base to another | By the end of the lesson, students should be able to: • Explain number bases • Solve questions involving number bases • Convert from one number base to another | Students as individuals uses charts to explain the concept of number bases. They Convert numbers ii a base to another base Students in pairs carry out mathematical operations in different number cases | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Relevant textbooks Calculator WEB RESOURCES https://bylus.com/maths/number-system/#:-:text=The%20system%20or%20the,their%20types%20%20conversions%20a |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 5-6 | LOGIC GATES • Logic gates • Symbols of logic gates • Application of logic gates | By the end of the lesson, students should be able to: • Define logic gates • List various logic gates • Draw the symbols of various logic gates • State the applications of logic gates | Students as class give examples of various logic gates. Students in pairs draw the symbols of various logic gates. They also describe the applications of logic gates. | • Problem solving • Critical thinking • Personal development • Communication • Collaboration | AUDIO VISUAL RESOURCES Relevant textbooks Charts showing the symbols of logic gates Samples of logic gates- OR-gate, AND-gate NOR-gate, NAND-gate WEB RESOURCES https://www.tutorialspoint.com/computer_logical_organization/logic_gates.htm#:-:text=Logic%20gates%20are%20the%20basicOR%20gate%2C%20NOT%20gate%20etc. |
| 7 | MID-TERM BREAK | ||||
| 8-13 | REVISION | EXAMINATION |
